OCTOBER 2023

VOlUME 02 ISSUE 10 OCTOBER 2023
ROPE and RACE: An Ingenious Board Game for Intermediation in Mastering the Four-Fundamental Operations of Grade 5 Learners
Shirlyn M. Del Rosario
Talisay Elementary School, Talisay, Tiaong, Quezon
DOI : https://doi.org/10.58806/ijsshmr.2023.v2i10n05

Google Scholar Download Pdf
ABSTRACT

The study generally aimed to let selected grade 5 learners had the mastery on Four-Fundamental Operations using the ingenious board game, ROPE and RACE. This is a Quasi-Experimental research design using purposive sampling technique in selecting Grade 5 learners who were identified as low performer in the basic mathematical skills which are the four-fundamental operations. The results of the score of the respondents were 51.50 in the pre-test and 90.13 in the post-test. The increase of 38.63 justified that there was an improvement in the performance of the learners. It implies that the respondent shows mastery in performing the four-fundamental operations in mathematics. Based from the computed t-value which was compared to critical p-value, there was a highly significant difference in the performance of selected Grade 5 learners. This shown that the use of ROPE and RACE board game was effective. This study is limited to 20 struggling learners in grade 5 in performing the fourfundamental operations and got the score of 20 and below. It covered the second quarter of the school year 2021-2022. With this implication in the educative process, the use of ingenious board game, ROPE and RACE, gives mastery to learners in performing the four-fundamental operations. The mechanics of the board game commit the mathematical skills and ability of the selected 20 Grade 5 learners in mastering the four-fundamental operations in mathematics. As a result, the intervention was effective and highly proposed.

KEYWORDS:

Ingenious Board Game Four-Fundamental Operations

REFERENCES

1) Andika, et. Al. (2019). Playing board games with mathematical self -concept to support early numeracy skill of 5-6 years old children.

2) Arens AK, Marsh HW, Craven RG, Seeshing A, Randhawa E, Hasselhorn M 2016 Early Childhood Research Quarterly Elsevier Inc 36:391

3) Capuno, R., Necesario, R., Etcuban, J. O., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, Study Habits, and Academic Performance of Junior High School Students in Mathematics. International Electronic Journal of Mathematics Education, 14(3), 547-561.

4) Cruz, J. K. B. D., & Lapinid, M. R. C. (2014, March). Students’ difficulties in translating worded problems into mathematical symbols. In DLSU Research Congress, Manila.

5) Cvencek D, Kapur M, Meltzoff AN 2015 J.Learning Structure: 1

6) Engel, M., Claessens, A., & Finch, M. A. (2013). Teaching students what they already know? The (mis) alignment between mathematics instructional content and student knowledge in kindergarten. Educational Evaluation and Policy Analysis, 35(2), 157-178.

7) Martins, J., & Mota, L. (2022). INNOVATIVE BOARD GAME DESIGN IN AN ACADEMIC ENVIRONMENT DURING THE COVID-19 PANDEMIC. In DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th-9th September 2022.

8) Tolentino AN, Roleda LS. (2019). Gamified Physics Instruction in a Reformatory Classroom Context. In Proceeding of the 10th International Conference on Eeducation,E-Business, E-management, E learning(ICTE’19). Association for Computing Machinery, New York. USA. 2019;135-140. DOI:

9) White, K., & McCoy, L.P. (2019). Effects of Game-Based learning on Attitude and Achievement in Elementary Mathematics. Networks: An Online Journal for Teacher Research, 21 (1), 5.

VOlUME 02 ISSUE 10 OCTOBER 2023

Indexed In